MAXIMIZE INSTRUCTION THROUGH PROFESSIONAL DEVELOPMENT 1

Maximize Instruction through Professional Development

Joshua D. Winn

College of Education, Grand Canyon University

EAD-523-O500

Dr. Reid Amones

April 19, 2023

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Effective classroom management is the foundation of achieving academic growth.

Studies show that without effective classroom management in place, behavioral problems in the

classroom change the dynamic of the class as the focus of attention shifts from the academic

tasks to the distractions provided by disruptive behaviors (Parsonson, 2013). It is my belief as a

developing administrator that a best practice is to have a school-wide classroom management

approach so students have the same expectations and procedures in each class they are in. This is

why I will be developing a professional development training on the CHAMPs classroom

management strategy and how to implement it in the classroom. The objectives of this

professional development training will be that (1) teachers will understand the importance of

effective classroom management to achieve instructional goals and (2) teachers will learn and be

able to implement CHAMPs expectations in their classroom.

The professional development training will begin by introducing the goals and objectives

of the training which will take about 5 minutes to accomplish. Then, data will be introduced via

PowerPoint presentation to show how effective classroom management allows for a teacher to

achieve instructional goals. This will take about 15 minutes. The professional development

training will then introduce and explain the CHAMPs classroom management strategy. This will

take 20 minutes. Then, teachers will break into groups and discuss and develop a plan on how to

implement CHAMPs in their classrooms. This will take 15 minutes. Finally, the professional

development training will end with a time for Q&A. This will take 5 minutes.

The professional development training will be part presentation and part group work as

teachers develop a plan for implementation. Using the ARCS Model of Motivational Design, the

presenter will get the audience’s attention by using inquiry arousal where the presenter will pose

challenges questions or problems that are to be solved (ARCS Model of Motivational Design
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Theories, 2013). The presentation would make it relevant by presenting data of how the

CHAMPs impacts classroom environment and student learning. Teachers would build

confidence by working with each other to develop a plan for implementation. And lastly,

teachers would respond to a survey at the end of the training to share their level of satisfaction

with the training.

Since our school uses a collaborative approach to leadership, a team will be formed to be

a resource for CHAMPs. Teachers can consult with the team to ask questions or get guidance.

The team will also help hold the school accountable to following this expectation. Developing

this team will help our leadership develop the capacity, opportunities, and support for teacher

leadership and leadership from other members of the school community (Professional Standards

for Educational Leadership, 2016).

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Reference

ARCS Model of Motivational Design Theories. (2013). Learning Theories. https://learning-

theories.com/kellers-arcs-model-of-motivational-design.html

Parsonson, B. (2013). Evidence-based Classroom Behaviour Management Strategies. Ministry

of Education: Special Education. https://files.eric.ed.gov/fulltext/EJ976654.pdf

Professional Standards for Educational Leaders. (2015). National Policy Board for Educational

Administration. http://www.npbea.org/wp-content/uploads/2017/06/Professional-

Standards-for-Educational-Leaders_2015.pdf.